1st Edition
Principles for Effective Pedagogy International Responses to Evidence from the UK Teaching & Learning Research Programme
Introduction Mary James and Andrew Pollard
Chapter 1. TLRP’s ten principles for effective pedagogy: rationale, development, evidence, argument and impact Mary James and Andrew Pollard
Chapter 2. Pedagogy, didactics and the co-regulation of learning: a perspective from the French-language world of educational research Linda Allal
Chapter 3. Commonalities and differences: some ‘German’ observations on TLRP’s ten principles for effective pedagogy Ingrid Gogolin
Chapter 4. Contributions to innovative learning and teaching? Effective research-based pedagogy – a response to TLRP’s principles from a European perspective Filip Dochy, Inneke Berghmans, Eva Kyndt and Marlies Baeten
Chapter 5. A response from Japan to TLRP’s ten principles for effective pedagogy Tadahiko Abiko
Chapter 6. Yes Brian, at long last, there is pedagogy in England – and in Singapore too. A response to TLRP’s Ten Principles for Effective Pedagogy David Hogan
Chapter 7. A response from Canada to TLRP’s ten principles for effective pedagogy Lorna Earl
Biography
Mary James, AcSS, is part-time Associate Director of Research at the University of Cambridge Faculty of Education. She is President of the British Educational Research Association (2011-13). She was a long time member of the Assessment Reform Group and founding editor of The Curriculum Journal. From 2002-2007 she was Deputy Director of the ESRC Teaching and Learning Research Programme, and she subsequently held an ESRC Programme Director’s Fellowship. At the same time she was Director of a major TLRP project on ‘Learning How to Learn’.
Andrew Pollard, AcSS, was Director of the Teaching and Learning Research Programme from 2002-09 and Chair of the UK’s Strategic Forum for Research in Education from 2008-10. He is a former school teacher and his research interests include teaching-learning processes, learner perspectives and the development of evidence-informed classroom practice. He has worked extensively on the effects of national and institutional policies on learning and has directed longitudinal studies on the impact of education legislation on primary school classrooms and on pupil experience and learning from age 4-16.
